A guide at hand

Advisory Program

Our advisory program is wide and deep, centered on academic and personal development and built on the knowledge that we are at our best when we are known, seen, supported and valued. While all students will come to know many members of the faculty and staff on an informal basis, each student has a faculty advisor who is there to listen and to guide them on their Webb journey. Advisory groups of six to eight students see each other daily – at chapel, class meetings, assembly and in designated advisory meetings. They meet for advising dinners and enjoy other fun outings together. Students and advisory groups develop constructive, trusting relationships and these groups become centers of mutual support, interest and activity.

Advisors empower students to set goals, embrace feedback and celebrate their successes as they navigate the journey from freshmen to graduates. The advisory program is rooted in four mission-aligned pillars that help students self-advocate, build healthy relationships, understand themselves as learners and contribute to and draw strength from our community.

The advisor is the faculty member who is most familiar with a student’s progress, concerns and needs and is the primary contact between a parent and the school. The responsibilities of an advisor include supervising the student’s academic progress, representing the student in faculty discussions, advising the student on personal or social questions or problems, discussing disciplinary situations if ever necessary and communicating with parents periodically throughout the year.

 

9th Grade

Our goal here is to learn how to navigate Webb. We also work on Webb’s core values and how to embody them.

First-year students transition to high school and begin to build their identities as teenagers. Webb is an institution with a very particular culture, approach to learning and value system that students must learn and both day and boarding students need to adjust to a residential learning community.

Our goal here is for students to identify how they can, should and might do their best work and feel a sense of self-worth and empowerment. Skills include self-identity, accessing support and mentorship, and setting individual goals.

First year students need to initially learn the system: what the supports are and how to access them. They require modeling of self-advocacy skills and these, along with self-assessment skills, can be built into advisory discussions. Advisors closely guide students as they learn to access the system, keeping aware of common first year struggles. Dorm life, academic progress, social and interpersonal relationships and conflict resolution are all opportunities for students to self-assess and learn advocacy skills.

Our goal here is to promote a sense of identity and belonging, and the desire to maintain, enrich, and promote that experience within the community.

During their first year, themes of disconnection and reconnection frame students’ experiences. The departure from the family unit while adjusting to a new community of support, mentoring and social connections is the first task that most students will focus on. Of particular focus is ensuring students understand the model of adult/student relationships at Webb, in particular the role of advisors, dorm heads and other various adults is just as important as a student’s need to connect with a peer group. In addition, student and advisor relationships with parents are often centered on describing/explaining community norms as the focal point of support shifts to Webb.

Our goal here is the creation and nurturing of empathy and mindfulness in decision making.

During their first year, students’ energy is focused on peer struggles, living together, learning to understand how others may experience life, how to talk to others, boundaries in relationships, how to treat others, respecting others, living with a roommate and communicating with others, in particular in times of conflict. Learning to share and understand others’ values is encouraged and explored. Students need guidance in expressing their thoughts and reflecting on what impact their behavior or interactions have in the community.

Parents Weekend with student in Museum

10th Grade